On the Virtues if Not Knowing

There were many interesting ideas expressed in this chapter by the author that I found to be very helpful in understanding what we as teachers place in top priority in learning and what we should place in top priority. The thought about the process of learning, and in that regard, figuring out an answer you may not know, was enlightening because it applies so much to any subject and pretty much every school in a given school system to some degree. The emphasis that we as teachers tend to place on the "fast" and "right answer" is viewed of as more importance than the process along the way. I agree with the author's notion that truer intellectual ability should be placed on the "thinking" aspect.
      In the given examples, I thought it was very wise for the researchers to use an experiment in the first to better help exemplify the process of thinking and figuring out the answer when you "don't know it" in an interactive sense. By listing and describing the reactions that Jac showed during the experiment, I felt that the opportunity for him to explore his own ways of thinking without pressure from a time limit or standardized testing, was incredibly telling in how we as teachers, especially in science or math, can use more settings like this one to determine true intellectual ability.
      In overall view of the passage, I agree with the author in how they state that "what you do about what you don't know...is what determines what you will ultimately know." As stated, it isn't necessarily outright the teacher's fault that we tend to focus more on the quick right answer often based on previous knowledge, the over-bearing weight of standardized testing places us in that predicament. However, the applications of such said virtues, as the author suggests as well, would undoubtedly make an incredible difference in what we perceive and practice as true intellectual functionality.